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Across the UK, students have been calling out the phrase ““67” during lessons in the latest meme-based trend to take over schools.

Whereas some teachers have chosen to calmly disregard the phenomenon, others have incorporated it. Five teachers share how they’re coping.

‘I thought I had said something rude’

During September, I had been addressing my eleventh grade class about getting ready for their secondary school examinations in June. I don’t recall specifically what it was in reference to, but I said words similar to “ … if you’re aiming for grades six, seven …” and the complete classroom started chuckling. It surprised me entirely unexpectedly.

My first thought was that I’d made an allusion to an offensive subject, or that they detected an element of my accent that sounded funny. Somewhat frustrated – but genuinely curious and aware that they weren’t malicious – I got them to explain. Frankly speaking, the clarification they then gave failed to create significant clarification – I still had minimal understanding.

What might have caused it to be particularly humorous was the considering motion I had executed while speaking. Subsequently I learned that this frequently goes with ““67”: I meant it to aid in demonstrating the process of me verbalizing thoughts.

With the aim of end the trend I aim to bring it up as much as I can. Nothing diminishes a phenomenon like this more thoroughly than an grown-up striving to get involved.

‘Feeding the trend creates a blaze’

Understanding it aids so that you can avoid just blundering into remarks like “well, there were 6, 7 hundred jobless individuals in Germany in 1933”. In cases where the number combination is unpreventable, possessing a strong school behaviour policy and standards on student conduct is advantageous, as you can deal with it as you would any additional disruption, but I haven’t actually been required to take that action. Guidelines are necessary, but if learners accept what the educational institution is implementing, they will become better concentrated by the viral phenomena (especially in class periods).

With six-seven, I haven’t lost any teaching periods, aside from an periodic raised eyebrow and saying ““indeed, those are numerals, excellent”. Should you offer oxygen to it, it evolves into a blaze. I handle it in the identical manner I would handle any different disturbance.

Previously existed the nine plus ten equals twenty-one phenomenon a few years ago, and undoubtedly there will emerge another craze subsequently. That’s children’s behavior. Back when I was growing up, it was performing comedy characters mimicry (admittedly out of the school environment).

Students are unpredictable, and I believe it’s an adult’s job to react in a way that steers them in the direction of the path that will help them where they need to go, which, with luck, is completing their studies with certificates instead of a disciplinary record extensive for the use of meaningless numerals.

‘Students desire belonging to a community’

Young learners use it like a bonding chant in the schoolyard: one says it and the others respond to show they are the identical community. It’s similar to a verbal exchange or a stadium slogan – an common expression they share. I believe it has any specific meaning to them; they just know it’s a thing to say. Whatever the latest craze is, they desire to feel part of it.

It’s banned in my classroom, nevertheless – it results in a caution if they shout it out – similar to any additional shouting out is. It’s particularly difficult in mathematics classes. But my class at year 5 are nine to 10-year-olds, so they’re fairly adherent to the rules, although I recognize that at high school it may be a separate situation.

I have served as a educator for fifteen years, and such trends last for a few weeks. This phenomenon will die out shortly – this consistently happens, particularly once their younger siblings begin using it and it ceases to be cool. Afterward they shall be engaged with the following phenomenon.

‘Occasionally sharing the humor is essential’

I started noticing it in August, while instructing in English at a international school. It was mostly male students repeating it. I instructed ages 12 to 18 and it was prevalent with the less experienced learners. I didn’t understand its significance at the time, but I’m 24 years old and I recognized it was simply an internet trend comparable to when I was a student.

Such phenomena are constantly changing. ““Skibidi” was a familiar phenomenon back when I was at my training school, but it didn’t really exist as much in the learning environment. Differing from “six-seven”, ““the skibidi trend” was not scribbled on the chalkboard in lessons, so students were less equipped to pick up on it.

I typically overlook it, or periodically I will laugh with them if I accidentally say it, trying to empathise with them and recognize that it’s simply youth culture. I think they just want to experience that feeling of togetherness and camaraderie.

‘Humorous repetition has reduced its frequency’

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